1. ALL ROADS LEAD TO EMPLOYMENT Skills for Employment: Independent Living PRESENTED BY: The Center for Change in Transition Services

2. Registration 1) Everyone participating in the webinar needs to register by typing your name, email, name of district and school, and your current position or title 2) CCTS will conduct a sound check at 2:30 and 2:40. We will begin at 2:45 and end by 3:45. 3) Use the “Chat Box” to type in questions and/or responses Thank you for joining us today!

3. Center for Change in Transition Services Seattle University OSPI State Needs Project Center for Change in Transition Services Improving post-school outcomes for students with disabilities in Washington state Seattle University OSPI State Needs Project This webinar is closed-captioned. To view the captioning click on the CC icon just above the video.

4. Webinar Norms Raise your hand and wait to be called on by moderator You may ask questions by typing in the chat box or by raising your hand (if you have a microphone). If you have a microphone, please keep it turned off until called on.

5. INDEPENDENT-LIVING Your GPS Guide…to post-school success

6. Your GPS Guide: Agenda 1. Independent Living Domains2. Resources for Independent Living3. Making it Practical4. Questions?

7. INDEPENDENT LIVING Your GPS Guide…to post-school success 1)WHAT ARE THE DOMAINS OF INDEPENDENT LIVING? 2)HOW DOES IT RELATE TO TRANSITION SERVICES AND THE LAW?

8. Independent Living is... Independent Living is... “skills or tasks that contribute to the successful independent functioning of an individual in adulthood” (Cronin, 1996) in the following domains: leisure/recreation home maintenance and personal care community participation National Dissemination Center for Children with Disabilities (2013). Independent Living Connections. Retrieved from http://nichcy.org/schoolage/transitionadult/independent

9. Definition of Transition Transition services are a set of coordinated activities designed to be a results-oriented process that facilitates the successful movement from school to postsecondary living. These activities are based on the student’s needs, strengths, preferences, and interests.

10. Definition of Transition Transition services include instruction, related services, community experiences, the development of employment and other post-school living objectives and, when appropriate, daily living skills. 20 U.S.C. § 1401(34)

11. Adult Services Disability is a natural part of the human experience and in no way diminishes the right of the individual to live independently, enjoy self-determination, make choices, contribute to society, pursue meaningful careers, and enjoy full inclusion and integration in the economic, political, social, cultural, and educational mainstream of American society. U.S.C. 701(2)(a)(3)

12. INDEPENDENT LIVING Your GPS Guide…to post-school success 1)HOW WILL AN IEP TEAM DECIDE TO ADD AN INDEPENDENT LIVING POSTSECONDARY GOAL TO THE IEP? 2)WHAT ASSESSMENTS ARE AVAILABLE TO MEASURE INDEPENDENT LIVING?

13. Independent Living When should a goal for Independent Living be included as a measureable postsecondary goal on the IEP? When the IEP team determines it is appropriate –Does the student need more assistance with a particular independent living skill when compared to peers? –Is the skill a barrier to independent living? (How do you know)

14. CCTS Resources http://www.seattleu.edu/ccts

15. ARC SD Scale: Independence Retrieved from: http://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination- assessment-tools/arc-self-determination-scale.html Routine Personal Care & Family Functions Meals and snacksCare for own clothingHome chores Responsible for personal items Able to do simple first aid and self medical Good personal care and grooming Interaction with the environment Friendship with peersPost OfficeAppointments and meetings Interact with salespeople and restaurants Grooming and leisure time Free time activities based on own interest Plan weekend activities Involvement in school-related activities Choose activities with friends Write letters, notes, and talk on the phone Listen to music preferences

16. Casey Life Skills Assessment Retrieved from: http://lifeskills.casey.org/

17. Casey Life Skills Learning Template http://www.itsmymove.org/docs/CLSA/CLSLearningPlanTemplate2012%20two%20domains.pdf

18. DSHS IL Assessment Retrieved from: http://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf Education Money Food Hygiene Health Housekeeping Housing Job Skills Emergency & Safety Community Resources Interpersonal Skills Legal Skills Parenting Skills BasicIntermediateAdvancedExceptional

19. Other Assessment Resources Thoma, C. A., & Tamura, R. (2013). Demystifying transition assessment. Baltimore, MD. Brookes. Note. Appendix with a list of transition assessments Communication Matrix http://www.communicationmatrix.org Note. Assesses level of communication beginning with pre-intentional behavior http://www.autismspeaks.org/family-services/tool- kits/transition-tool-kit/appendix#iep http://www.autismspeaks.org/docs/family_services_docs/M Ngov.pdf

20. Other Assessment Resources Washington Sensory Disability Services http://www.wsdsonline.org/ Note. Works with students with sensory disabilities Department of Services for the Blind http://www.dsb.wa.gov/ Note. Will begin transition assessments at age 14

21. INDEPENDENT LIVING Your GPS Guide…to post-school success 1) WHAT ARE SOME RESOURCES TO ASSIST IN THE TEACHING OF INDEPENDENT LIVING SKILLS?

22. Teaching Independent Living: Project ideas that build independence.... Tip 86: Teach budget skills for a 3 bedroom house Tip 90: Teach about community-based recreation Tip 94: Have the SLP teach positive self presentation skills Tip 97: Provide community college experience Tip 98: Provide students with tip sheets Tip 99: Implement a job club Tip 101: Implement mentoring and e-mentoring programs Tip 104: Keep college textbooks on hand Kellems, R., Morningstar, M. E. (June, 2009). Tips for Transition. University of Kansas Transition Coalition in collaboration with Division of Career Development and Transition. Lawrence, KS, 23-25. Retrieved from: http://transitioncoalition.org/transition/tcfiles/files/docs/Tips_Sep09_final1254168142.pdf/Tips_Sep09_final.pdf

23. Teaching Independent Living: Build a Relationship Map with changes in mind.... Morningstar, M. (1995). A workbook to help young adults with disabilities, their families and professionals to plan for living, working and participating in the community. Relationship Map, 2. Retrieved from: http://www.transitioncoalition.org/transition/tcfiles/files/docs/planning_future1213214588.pdf/planning_future.pdf Student name Closest family, friends and teachers Friends at community places

24. Independent Living: Health Teenology 101 http://teenology101.seattlechildrens.org/ Notes. Tips for teenagers with health concerns The Center for Children with Special Needs http://cshcn.org/teens Notes. Students create their own care plan and learn how to advocate within the medical community

25. Independent Living: Recreation P[p[p[p[p[p[

26. Independent Living: Recreation Special Olympics http://www.specialolympicswashington.org/unified/unified-sports/find-a-school http://www.specialolympicswashington.org/ Notes. Promotes social inclusion through shared sport training and competition experiences for individuals with and without intellectual disabilities. Upper Valley Connection http://www.uppervalleyconnection.com/ Notes. Summer and winter sports programs in Central WA

27. Independent Living: Example: Orienting to the environment... Frea, W. D., (1997). National Secondary Transition Technical Assistance Center. Student development life skills instruction: Independent living skills. Reducing stereotypic behavior by teaching orienting responses to environmental stimuli. Retrieved from: http://www.nsttac.org/sites/default/files/assets/pdf/42.pdf Orienting response Location: park, neighborhood, mall Materials: Stop watch w/ chime or beeper Content Orienting to environmental stimuli Commenting on environmental stimuli Expressive response “Tell me what you see.” Student comments with words, picture or photo Repeats every 30 seconds until student has 3 consecutive responses Repeat every 10 minutes Socially reinforce expressive communication Provide no consequences for stereotypic behaviors

28. Independent Living: Example: Choosing a leisure activity... Vandercook, T. (1991). National Secondary Transition Technical Assistance Center. Student development life skills instruction: Leisure skills. Leisure instruction outcomes: Criterion performance, positive interactions, and acceptance by typical high school peers. Retrieved from: http://www.nsttac.org/sites/default/files/assets/pdf/11.pdf Leisure choice Location: Pizza parlor with video games, YMCA pool, weight gym, bowling alley Materials: task analysis sheet and sports equipment Content Orienting to environmental stimuli Responding to environmental stimuli Expressive response Individualize the task for the student, fading cues and response prompts as task is mastered' Use social and verbal reinforcement related to the activity (e.g., Nice strike!) After 3 weeks of instruction, use a 3 second time delay to allow the student time to initiate responses prior to prompting by an adult Prompt to elicit correct responses as necessary Provide no consequences for stereotypic behaviors

29. INDEPENDENT LIVING Your GPS Guide…to post-school success 1) HOW DO I ALIGN INDEPENDENT LIVING GOALS WITH COMMON CORE STANDARDS?

30. Common Core

31. Independent Living & CC Common Core Instruction and Special Education http://www.specialeducationsupportcenter.org/trainings/common_ core_special_ed/resources/ospi.attachment/attachment/Common _Core_Instruction_and_Special_Educationf.pdf Notes. Joint presentation by the Office of the Superintendent of Public Instruction and the Washington Education Association

32. QUESTIONS?

33. CCTS Contact Information Email: ccts@seattleu.educcts@seattleu.edu Phone: 206.296.6494 http://www.seattleu.edu/ccts